scholarly journals The Views of Special Education Department Students on the Use of Assistive Technologies in Special Education

2021 ◽  
Vol 16 (19) ◽  
pp. 69
Author(s):  
Zeynep Genc ◽  
Nigina S. Babieva ◽  
Galina V. Zarembo ◽  
Elena V. Lobanova ◽  
Veronika Y. Malakhova
Keyword(s):  
Special Education ◽  
Teacher Candidates ◽  
Personal Information ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Special Education Students ◽  
Assistive Technologies ◽  
Special Education Teacher ◽  
Education Students ◽  
Education Department

Assistive technologies are an important factor for individuals with special needs to benefit from educational services. The aim of this research is to determine the opinions and thoughts of special education students on the use of technologies. The study group of the research consisted of 41 teacher candidates studying in Cyprus and Russian universities in the special education department in their classes in the fall semester of the 2020–2021 academic year. With regard to the collection of research data, it aims to determine students’ views with the ‘Personal Information Form’ developed by the researchers to determine the demographic characteristics of the research group and the ‘Semi-Structured Interview Form’ prepared by the researchers. The descriptive analysis method was used in the analysis of the data obtained from the interview questions. As a result of the research, special education teacher candidates’ use of the assistive technologies is given in detail in the results section.

Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students

1996 ◽  
Vol 15 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Richard T. Roessler ◽  
Karen Foshee
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Regular Education ◽  
Vocational Identity ◽  
Special Education Students ◽  
Special Education Teacher ◽  
Education Students ◽  
Barriers To Employment ◽  
Post Test ◽  
Vocational Situation

A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.

scholarly journals Attitudes and opinions of special education candidate teachers regarding digital technology

2017 ◽  
Vol 9 (4) ◽  
pp. 191
Author(s):  
Fezile Ozdamli
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Digital Technology ◽  
Teacher Candidates ◽  
Rapid Development ◽  
Structured Interview ◽  
Attitude Scale ◽  
Special Education Teacher ◽  
Use Of Technology ◽  
Information And Communication

Parallel to the rapid development of information and communication technology, the demand for its use in schools and classroom is increasing. So, the purpose of this study is to determine the attitudes and views of students who will be special education teachers in the future regarding digital technology on the use in education. A mixed method, qualitative and quantitative, was used to collect data. Attitude Scale for Digital Technology was used as a quantitative data collection tool and a semi-structured interview form was used to collect qualitative data. A total of 275 students studying at Special Education teaching department of Near East University participated in this study. The findings indicated that the candidate teachers had a positive attitude towards the use of technologies. The findings obtained from the qualitative dimensions of the study showed that the candidate teachers had positive views about the use of technology by the special education students in their learning process. Keywords: Special education, teacher candidates, digital technology, attitudes.

Sharing: Cat Games and Cookies Special Education Students Investigate Division

2008 ◽  
Vol 15 (1) ◽  
pp. 55-61
Author(s):  
Susan B. Taber ◽  
Michele Canonica
Keyword(s):  
Special Education ◽  
Fourth Graders ◽  
Teacher Educator ◽  
Special Education Students ◽  
Learning Activities ◽  
Special Education Teacher ◽  
Teaching Mathematics ◽  
Education Students ◽  
Mathematics Teacher Educator ◽  
Learning Mathematics

Learning mathematics has traditionally been thought of as a sequential progression. Children learn to count to ten, then to twenty, and then to one hundred. They learn to add without regrouping and then with regrouping. We teach addition before multiplication and the two-times table before the sixtimes table. We usually teach division as a separate unit after multiplication. Organizing mathematics textbooks as a sequential progression of skills promotes this perspective on teaching mathematics. When we, a special education teacher of fourthgrade students and a mathematics teacher educator at a university, joined forces to teach a unit on division to a class of ten fourth graders, we purposefully adopted a very different perspective in planning the learning activities. We found it useful to think of students' knowledge as individual networks of concepts, ideas, and procedures that were linked together in distinctive ways. Many students in the class shared some knowledge, but each student also had unique interests, talents, knowledge, and—especially—an idiosyncratic organization of that knowledge.

scholarly journals “For us it works” Co-teaching in a High School Global History Class

2021 ◽  
Author(s):  
V. Sue Atkinson
Keyword(s):  
High School ◽  
Special Education ◽  
General Education ◽  
Special Education Students ◽  
Special Education Teacher ◽  
Education Students ◽  
Common Planning Time ◽  
Education Teacher ◽  
Social Studies Teacher ◽  
Common Planning

Effective collaborative teaching is an expectation of teachers today, especially when addressing the needs of special education students. This qualitative study looked at a pair of high school co-teachers – a special education teacher and a social studies teacher. “Co-teaching,” defined by Friend and Cook (2007) as a partnership between two or more professionals who share instructional responsibility for a diverse group of students in a shared classroom space, is a service delivery model for addressing the needs of special education students, who increasingly receive their instruction in general education classrooms. Interviews and classroom observation were used to study how these two teachers understood and negotiated their roles in this partnership. The study shed light on the perceptions of special education and general education teachers on roles and responsibilities, classroom ownership, and collaborative planning. Despite a collegial relationship, both teachers acknowledged the general education teacher’s control and ownership of the classroom and the curriculum. Co-construction of lessons was limited, due partly to structural obstacles such as lack of common planning time, high special education caseloads, and the demands of multiple co-teaching partnerships on the special education teacher. Despite these obstacles, the partnership promoted inclusion by creating a general education classroom where students with and without disabilities learned together.

scholarly journals EARLY INTERVENTION IMPLEMENTATION PRESCHOOL SPECIAL EDUCATION STUDENTS IN MALAYSIA

2016 ◽  
Vol 4 (7) ◽  
pp. 139-155
Author(s):  
SAFANI BARI ◽  
Nur Aishah Abdullah ◽  
Noraini Abdullah ◽  
Mohd Hanafi Mohd Yasin
Keyword(s):  
Special Education ◽  
Early Intervention ◽  
Hearing Aids ◽  
Intervention Program ◽  
Structured Interview ◽  
Special Education Students ◽  
Academic Excellence ◽  
Education Students ◽  
Preschool Special Education ◽  
Slow Development

Academic excellence of students with special needs depends on many factors such as the level of individual intelligence, slow development, the level of hearing loss, vision problems and age at diagnosis. Children who have been identified to undergo continued in the preschool early intervention such as the use of hearing aids, provide training in language and communication, socialization, teaching them how to read and write using Braille, improve motor skills, orientation and mobility to increase student confidence. The findings of previous studies have found the teachers lack the skills, knowledge, experience and the lack of disclosure of the technical conduct of early intervention. Therefore this study was conducted to explore the practice of implementation of early intervention preschool special education towards preparation for school. This study used a qualitative approach with case study design. Data were collected through structured interview techniques and document analysis. The study used purposive sampling involving three preschool special education teachers with learning disabilities, vision and hearing. Data was analyzed using ATLAS. ti 7.1.8.The findings show that there are seven themes identified practices affecting the implementation of early intervention teachers' understanding of early intervention, early intervention program implementation practices, Preschool Special Education curriculum, teacher recruitment, infrastructure, collaboration and monitoring. The implications of these findings suggest that preschool teachers need specialized training in the implementation of early intervention in preschool special education. The Ministry of Education should devise strategies to improve pre-school teachers in order to help special education students toward school supplies.

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